Impact of Coperative Learning method on the Creative Behavior of students of secondary schols of U.P

8/11/2019 Impact of Coperative Learning method on the Creative Behavior of students of secondary schols of U.P.

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SRJHS&EL/ Mridula Singh (227 -236)

FEB-MARCH, 2014. Vol. -I, ISSUE-II www.srjis.com Page 227

Impact of Cooperative Learning method on the Creative Behavior of students of secondary schools of U.P.

Mridula SinghLecturer,Institute of Education & ResearchMangalayatan University,Aligarh. (U.P.)

Guntur District

C ooperative learning method is an instructional technique, in which positive interdependence

among learners is involved. Cooperation refers primarily to small groups of students working

together to achieve a common goal. In the present study the investigator used a self

instructional package of cooperative learning of subject science. The researcher taught

through cooperative learning technique to the students of class VIIIth through this technique

up to twelve weeks. After that it was examined that is there any change in the creative

behavior of the students. The 500 students of class VIIIth of different cities of U.P. constitute

the sample of the study. For the purpose of data collection a self constructed tool of creativity

and verbal and nonverbal test of creativity of Baquer Mehdi is used. The result shows that

there was a significant difference in the creative behavior of the students. Further there was

not a significant difference on the creative behavior of boys / girls and rural / urban students.

Introduction

We all are surrounded by a physical, biological (including human beings) and anabstract world. All these affect us, provide various stimuli to us and force us to givecertain responses. We learn from our previous experiences, always modify ourresponses, behavior and develop certain attitude towards our surroundings, people,objects and events. Our experiences set specific mental patterns and impressions in us.We learn more and more by taking advantage of our previous experiences. Solearning is the combination of maturation & experiences.

Abstract


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In the process of learning role of circumstances and the environment is very importantfor everyone. People are always affected by the other people, objects and incidentsoccurring around them. Man is a social creature and got affected by the happenings of the society. S/he learns a lot from society. Children also learn a lot from there peergroup. When a child spends time and play with the other children of same age group,S/he learns various things from them more rapidly and in a more meaningful way.Every individual has his/her own learning style. Educationists always search for suchchild centered teaching-learning methods which can take care of individualdifferences and based on the psychological principles. Cooperative learning is amethod which is based on the concept of development of all through collectiveefforts.Cooperative learning is a strategy that develops healthy interaction skills, promotessuccess of the individual student and group members, and forms personal andprofessional relationships (Johnson & Johnson, 1999a).

Cooperative learning method is an instructional technique, in which positiveinterdependence among learners is involved. Cooperation refers primarily to smallgroups of students working together to achieve a common goal.

Definition: Cooperative learning is a form of active learning where students work together to perform specific tasks in a small group.

Elements of Cooperative Learning can be represented as-


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C oncept of Creativity

According to Websters Dictionary, the definition of creativity is artistic or intellectual inventiveness. Creativity is marked by the ability or power to create orbring into existence, to invest with a new form, to produce through imaginative skill,to make or bring into existence something new. When you create something, you areactually bringing it into being, making it from nothing.

Creativity refers to the phenomenon whereby a person creates something new (aproduct, a solution, a work of art etc.) that has some kind of value. What counts as"new" may be in reference to the individual creator, or to the society or domain withinwhich the novelty occurs. What counts as "valuable" is similarly defined in a varietyof ways.

Torrance defined creativity as follows-

A process of becoming sensitive to problem gaps in knowledge, missing elements

and so on; identifying the difficulty; searching for solution, making guesses orformulating hypotheses about the deficiencies, testing and retesting these hypothesesand possibly modifying and retesting; and finally communicating the results.

Psychologists describe four main aspects of creativity- fluency, flexibility, originality& elaboration.


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1. Fluency - it represents to the open and unrestricted expression of the views.2. Flexibility it shows to the variety of solutions of a problem or to the divergent

thinking.3. Originality it describe to the new, innovative and unique ideas.4. Elaboration - the capacity of giving meaningful and well organized extended

views.In a cooperative learning classroom the activities can be organized in a way that

children try to do the tasks in an innovative way. They get the opportunity to think divergently. The power of association and ideational fluency can increase inthem.

When children work in a group the work with cooperation, accepts the ideas of others as well as they are free to express their views, opportunities are given to doseveral experiments and to attain meaningful conclusions. It definitely increasesthe power of imagination and creative thinking of the children.

Cooperative learning classroom can increase the spontaneous flexibility in thechildren. Further an ability to make logical evaluations and effective decisions canincrease. Such problems and tasks can be given to the children, which will help inthe manifestation of original thoughts and diversity in actions.

Cooperative learning classroom provides opportunities to the children for wild,creative thinking, to get new experiences, to modify the previous experiences, toapply various concepts in different ways, to find the solutions of various problemswhich will be useful for the future.


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Research Methodology

Research Hypothesis -

The self- instructional package is effective in the context of its impact on creative

behaviour of secondary school students

The substantive research hypothesis has been further rendered into null form for itsamenability to statistical testing-

1.There is no significant difference between the development of creative behaviouramong secondary school students by learning through traditional instructionalmethod and a new self- structured cooperative learning instructional method.

2.There is no si gnificant difference between the development of creative behaviouramong male and female students of secondary schools by learning throughtraditional instructional method and a new self- structured cooperative learninginstructional method.

3.There is no significant difference between the development of creative behaviouramong rural and urban students of secondary schools by learning through traditionalinstructional method and a new self- structured cooperative learning instructionalmethod.

RATIONALE OF THE HYPOTHESIS AND IMPLICATIONS

Instructional packages of cooperative learning contribute to the development of creative behavior among children. It becomes a child centered strategy and teachersrole gets changed to that of a facilitator. In a group children interact effectively withtheir peers, they learn adjustments and belief in each other and influenced by the ideasof other members of their group. Ones success becomes others success also.

The present study is directed at describing and analyzing such behavior of children byimplementing a self- instructional cooperative learning method.

OBJECTIVES OF THE STUDY

The objectives of this study are-

1. To study the effectiveness of self- instructional package of cooperative learning in

terms of creative behaviour in secondary school students of U.P.2. To study the impact of self- instructional package of cooperative learning in termsof creative behavior in male and female secondary school students of U.P.

3. To study the impact of self- instructional package of cooperative learning in termsof creative behavior in rural and urban secondary school students of U.P.

LEVEL OF DISCOURSE & SAMPLE


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All secondary schools of U.P. will be the target population of this study. But forconvenience, only five cities namely Aligarh, Rampur, Moradabad, Agra andLucknow (U.P.) were selected.

So purposively selected eleven (11) schools constitute the sample frame of this

research. Out of which suitable number of students were drawn randomly from eachcluster of class VIII th students. So a total 500 students (100 groups of 5 students each)of class VIII th constitute the sample of this study. Further 20 groups (5 students each)of boys and girls and 100 (50 + 50) each rural and urban students were used toobserve the differences in the development of creative behaviours.

DESIGN OF THE STUDY

The study is of a quasi- experimental design. The following tools are used for datacollection-

1. Students were taught for twelve weeks (12) duration through cooperative learningmethod with the use of various group activities and experiments, they didtogether. The Self- instructional package or modules of cooperative learning of subject science of class VIII th was being used.

2. A self prepared creativity test containing verbal and nonverbal activities wasemployed to observe the creative behaviour of the secondary school students.

3. The standardized verbal and nonverbal creativity tests of Baquer Mehdi are used.

VARIABLES

The variables involved in this study have been labeled as follows:

INDEPENDENT VARIABLE: Self- instructional package of cooperative learning.

DEPENDENT VARIABLES: Creative behaviour of students who have taken thepackages of cooperative learning.

DELIMITATION

This study is confined to secondary schools of Aligarh, Agra, Rampur, Moradabadand Lucknow cities of U.P. and a cluster sample of 500 students from class VIII th

were taken as a sample of this study.

DATA COLLECTION

Data was collected with the help of-

A self- made tool for the assessment of Creative BehaviourThe standardized verbal and nonverbal creativity tests of Baquer Mehdi areused.


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DATA PRESENTATION AND ANALYSIS

A control group, experimental group design is used for the study. First of all a self constructed combined verbal and nonverbal creativity test was administered on thestudents of class VIIIth. This test included some statements and some activities which

children had to perform collectively. The students had to give answer of thosestatements, they had to complete parts of pictures and they had to write a storycollectively, to prepare a poster and to prepare some useful things from the wastematerial. The investigator herself and the teachers of those schools to which thestudents belong to were judged the verbal answers of the children and the creativeitems they made collectively in the groups. The result of this test shows that thosestudents who were working in a group from last 12 weeks did very well. Completedall the tasks well in time and their performance was excellent. The T-scores of themarks obtained of the students were calculated by using the formula

T = 10 Z + 50

Validation of first hypothesis

Scores of control and experimental groups on self constructed combined verbal andnon verbal creativity test are given below:

S.NO. DATA CONTROL GROUP EXPERIMENTALGROUP

1. Sum of scores 5029 83282. Mean 50.29 83.283. Standard

Deviation9.911436 4.993

Correlation between scores of control and experimental group = 0.28726

The value of df is, df = (N 1 1) + (N 2 1) = (500-1) + (500-1) = 499 + 499 = 998

Result of t test between control and experimental group

t test = 7.82

At 998 df the value of t is 1.98 at .05 level. It shows that the creative behavior of theexperimental group is found more effective than the control group.

The self constructed creativity test was not standardized therefore standard verbal andnonverbal creativity tests of Baquer Mehdi are used to get the authentic results. Thedata is given below:

S.NO. DATA CONTROL GROUP EXPERIMENTALGROUP

1. Sum of scores 14373 184432. Mean 143.73 184.433. Standard

Deviation22.4219 16.34060


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Value of t test = 15.1851852

At 998 df the value of t is 1.98 at .05 level. The value of t is found highly significant.It shows that the creative behavior of the experimental group is found more effectivethan the control group.

Validation of Second Hypothesis

To test the hypothesis 20 groups, 5 students each of boys and girls were taken and self constructed combined verbal and non verbal test of creativity is used.

The sores are arranged in the table:

S.NO. DATA Scores of Boys Scores of Girls1. Sum of scores 1628 1662

2. Mean 81.4 83.13. Standard Deviation 8.5741 6.5926


Value of t test = 0. 486385773

The value of df for this hypothesis is, df = (N 1 1) + (N 2 1) = (100-1) + (100-1) =198

At 198 df the value of t is 1.97 at .05 level. The value of t found is very less than the

standard value.Value of F ratio is = 0.26092

The value of t and F both are found highly not significant. It shows that there is nosignificant difference between the creative behavior of the boys and girls.

Validation of Third Hypothesis

To test the hypothesis 50 rural and urban students each of class VIIIth were taken and

self constructed combined verbal and non verbal test of creativity is used.The sores are arranged in the table:

S.NO. DATA Scores of Rural Students Scores of Urban Students1. Sum of scores 3704 38452. Mean 74.08 76.93. Standard Deviation 7.3646 6.60936


Value of t test = 0. 046634455


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Value of F test = 0.4515

The value of t and F both found highly not significant. It shows that there is nosignificant difference between the creative behavior of the rural and urban students of class VIIIth.

Discussion

The findings of this study show that the cooperative learning technique is very usefulfor the development and various interpersonal, social skills and to get the academicexcellence. It is useful for the all round development of the children of all age groups.This method is helpful in developing various attributes among the students. Thetendencies of social adjustment, emotional balance and leadership qualities can bedevelop in the children easily through cooperative learning. The spirit of developmentof each and every one through collective efforts can inculcate in the hearts and soulsof the children.

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Impact of Coperative Learning method on the Creative Behavior of students of secondary schols of U.P